Challenge Stressors and Faculty Job Performance: The Role of Career Success Satisfaction During Covid-19

Abstract

Stress is an integral part of the teaching profession. Hindrance stressors can affect teaching faculty negatively whereas challenge stressors have a positive effect on teaching faculty. Covid19 has increased the overall stress mainly due to online teaching mode and work from home (WHF). The faculty working in higher education institutions (HEIs) in general and the faculty appointed under the tenure track system (TTS) were already under stress due to challenging jobs and goals. This study aimed to investigate the impact of challenge stressors (time pressure and workload) on the job performance of TTS faculty during the Covid19 pandemic. This study also investigated career satisfaction as a moderator between challenge stress and job performance (under the prevailing Covid-19) circumstance. The Survey technique was used for data collection from Ph.D. faculty appointed on TTS in HEIs of Pakistan. 129 TTS faculty participated in this study. Confirmatory factor analysis (CFA), VIF, correlation, reliability, and moderation tests were used. Results showed the significant and positive impact of workload, time pressure on job performance of TTS faculty during the Covid-19 pandemic. Moreover, career satisfaction was found to have moderating effect between challenge stress and job performance. Thus, it is concluded from the study that TTS faculty’s performance is improved due to an increase in challenge stressors during Covid-19.